Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Isabella Scarcella Date: April 7th, 2019

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: X Town:_______ Rural: ______

Grade level: 3 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
IEP- ADHD 1  Preferential seating at the front of the classroom
 Frequent checks for understanding
 Additional time provided to complete tasks
 Fidget tools provided during lesson
 Directions read clearly and out loud
 Students will have access to a grid of 100
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ESL (Spanish, Punjabi) 2  30-minute pull out daily with ESL Teacher, 30-minute
pull out daily with reading teacher
 Preferential seating in the front of the classroom or
near the teacher
 Teacher will give frequents checks for understanding
 Pre-teaching important vocabulary/information using
word walls, graphic organizers, handouts and images
 Simplified and repeat instructions
 Chunk tasks into smaller parts at a time
 Allow extra time in class to complete tasks
 Check for understanding
 Provide handouts of lessons for note taking or
references

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  Allow for material to be read aloud
 Students will have access to a grid of 100

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling Readers 3  30-minute pull out daily with reading teacher
 Preferential seating in the front of the classroom or
near the teacher
 Teacher will give frequents checks for understanding
 Pre teaching important vocabulary/information using
word walls, graphic organizers, handouts and images
 Simplify and repeat instructions
 Chunk tasks into smaller parts at a time
 Allow extra time in class to complete tasks
 Check for understanding
 Provide handouts of lessons for note taking or
references
 Provide breaks as needed
 Allow for material to be read aloud
 Students will have access to a grid of 100

Lesson 3 of a 3 Day Learning Segment

Subject and Lesson Topic: Multiplication and Divisions within 100

Grade Level: 3 Lesson Duration: 45 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to gain a conceptual understanding of multiplication and division and be able to apply both
operations using whole numbers.

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Knowing Your Learners
Using Prior Knowledge

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have a familiarity of interpreting products of whole-numbers, quotients of whole-numbers, and a familiarity with distributing properties.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students have completed two (2) lessons as part of this lesson segment. One lesson on the interpretation of products and quotients of whole-
numbers, and the second lesson where students extended their mathematical vocabulary when working with distributive properties of
multiplication and division.

Building on prior knowledge from their two (2) prior lessons, students understand what whole-numbers are, how to multiply and divide whole-
numbers, and able to demonstrate procedural knowledge, conceptual understanding, and demonstrate math reasoning when multiplying and
dividing whole-numbers.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students enjoy discussing math reasoning when multiplying and dividing whole-numbers in class. Students in the class like to conduct experiments
and enjoy cause and effect activities. Students enjoy working in groups and having opportunities to collaborate with peers when using
multiplication and division. Students are starting to develop an understanding of multiplicative and division comparisons.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

The teacher will use this knowledge to engage the students by applying mathematical operations in real world situations.

Curriculum Standards
New York State Common Core: CCSS. Math. Content. 3.OA.C.7 – Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know
from memory all products of two one-digit numbers.

Ontario Curriculum: Grade 3 - Number Sense and Numeration (Operational Sense): Demonstrate and understanding of multiplication and
division involving single and multi-digit whole numbers using a variety of strategies – Multiply to 7 x 7 and divide 49 ÷ 7, using a variety of mental
strategies (e.g., doubles, double plus another set, skip counting).

Objectives Assessment Modifications to Assessments

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Using Bloom’s Taxonomy, include statements that
identify what students will be able to do by the end of
the lesson and are aligned to the standards identified
above.
Students will utilize their prior knowledge or
multiplication and division to solve equations.
The students will demonstrate procedural
knowledge, conceptual understanding and math
reasoning by using distributive properties when
answering a series of multiplication and division
questions.
Using formal and/or informal assessment tools, how
will you evaluate and document your students’
progress on each of the objectives?
Students will answer a series of multiplication
and division questions during a game of Kahoot!
They will work in groups of 4 to complete the
Multiplication and Divisions within 100
worksheets, consisting of 9 questions.
Students will complete the Multiplication and
Divisions within 100 worksheets. Their answers
will exhibit conceptual understanding and math
reasoning when retrieving the necessary
materials for their Bunny Brownie jars.
If applicable, explain how you will adapt
assessments to allow students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
 The teacher will have the instructions
and rules listed on a PowerPoint
 Students will have access to their
Distribution Properties Foldable
 Provide extra time to complete tasks
 Teacher will continuously check for
understanding

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Solve  Students will have access to their Distributive Properties
Foldable
 A PowerPoint slide on the instructions and rules will be
posted on the whiteboard for students to follow and
reference during the activity
Multiplication  The teacher will consistently check for understanding during
Division the instructional procedure and during group work when
Equals they are working on the Multiplication and Division
Ingredients worksheet

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
the concepts
As students are working in groups  Simplified instruction will be provided if needed
and completing the worksheets,
students will use mathematical
vocabulary and operations to solve
multiplication and division
questions.
 Teacher will conduct frequent checks for understanding
Students will be encouraged to use  Students who require further support, the teacher will guide
vocabulary words when applying them through the worksheet.
 Directions read out loud in a clear fashion

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 math reasoning on their
worksheets.

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator  Students will be able to interact with
mathematical operations of
The teacher will begin the class with a game of Kahoot!. The students will answer a series of multiplication and division during
questions on multiplication and divisions within 100 to activate their prior knowledge. the game of Kahoot!

Once students have complete the game of Kahoot!, the teacher will introduce the topic of the lesson.  Preferential seating in the front of the
“Students, now that we have played a quick interactive game of Kahoot!, and your prior knowledge classroom or near the teacher
on multiplication and division has been activated, the purpose of today’s lesson is to create your very
own Bunny Brownie jars by answering a series of questions on multiplications and divisions!  Repeat instruction
The teacher will proceed with asking students to pull out their Distributive Properties Foldable and
tell students that they may use it for today’s activity.  Directions read out loud in a clear
fashion
Instructional Procedures  Mixed-ability groups

Once students have engaged with the game of Kahoot! and their prior knowledge has been activated,  Students will have access to the
the teacher will show students a Bunny Brownie jar (containing ingredients) and tell the students that quiet area of the classroom
today they will create their very individual Bunny Brownie jar by completing a math activity. The
teacher will continue by explaining to students that in groups of four (4), they will answer a series of  Simplified instructions
multiplication and division questions to obtain the necessary ingredients they will need to create
their Bunny Brownie jars.  Repeated instructions

The teacher will continue by explaining the instructions and rules of the activity. A PowerPoint slide  Struggling students will have access
will be posted for the classroom to follow. They will go as follows: to a grid of 100
Instructions:
- Students will group into assigned groups  Students will have extra time in class
- Students will be provided with the activity sheet to complete tasks
- Students will answer all the questions. Each answer will provide each student with the
necessary ingredients to fill up their Bunny Brownie jars  Students will have access to fidget
- Once a group has completed the questions, students will present themselves to the teacher to tool
review their answers
- A worksheet with all correct answers = you will obtain all the ingredients necessary to build  Allow extra time in class to complete
the Bunny Brownie jars tasks
- A worksheet with an incorrect answer(s) = revisit the worksheet until all answers are correct

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 - Once your group has obtained all of the necessary ingredients for your Bunny Brownie jars,
students will fill-up the jars accordingly at their desks.

Rules
- Be clever and work together!
- Respect each other during the activity.
- Be courteous of the other groups. Approach the teacher in a calm fashion to have your work
reviewed.
- Have fun!
- DO NOT EAT THE INGREDIENTS!

The teacher will check for understanding and ensure students understand the lesson instructions
and rules.

Once all students have acknowledged and understood the lesson instructions and rules, the teacher
will start grouping students into groups of four (4).

Once students have gathered in their designated groups, the teacher ask IEP student to hand each
group a worksheet. The teacher will advise students to listen closely to follow along as the teacher
explains the worksheet at-hand:

“Students! You will work with your group to answer all the questions on the worksheet. Some
questions are multiplication questions and the others are division questions. On the worksheet, there
are nine (9) questions. You are required to answer all the questions on the worksheet. Now, some of
your answers will provide you with the necessary ingredients you will need to assemble your Bunny
Brownie jar. Your group must work together to answer all of the questions!”. The teacher will pause
to check for understanding and answer any questions from students.

Once teacher has confirmed understanding from students, the teacher will continue:

“Once your group has answered all the questions, your group will come see me with your worksheet
for correction. All nine (9) questions must be correct. Any incorrect answers, your group will have to
review them and return for correction. Once all your answers are correct, the questions with the ‘*’
symbol (teacher will make sure students acknowledge the ‘*’ symbol on the worksheets) will provide
each member of your group with the necessary ingredients to create your Bunny Brownie jars.” The
teacher will clarify any questions posed by students.

Once students have understood the task at hand, the teacher will count to 3 and students will begin
the activity.

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The teacher will sit at the front of the class at a desk to correct student’s worksheets. The ingredients
and materials for students will be with the teacher, and at-hand for students to acquire once the
teacher has confirmed their worksheets are complete.

The teacher will correct worksheets as groups attend her desk. When a worksheet is correct, the
teacher will collect it for assessment. When students have acquired their ingredients and materials,
the teacher will advise students to work responsibly in their groups when assembling their Bunny
Brownie jars.

As students are working, the teacher will circulate the class to assist students if needed.

Once students have assembled their Bunny Brownie jars, the teacher will direct students to clean up
their work area and return to their seats.

Closure
 If a student(s) is having trouble
The teacher will bring the class back together and begin the closure of the lesson. coming up with a multiplication or
division equation, they may write
“Students! You all did excellent work today. Today, we continued working with multiplications and down “multiplication” or “division”
divisions, and you all did great work solving multiplication and division within 100 to create a Bunny to indicate which they had the most
Brownie jar! Does anyone have any question about today’s lesson? The teacher will answer and difficulty.
clarify any questions.

“To wrap up today’s lesson, I want everyone to write a multiplication or division equation that they
want to solve for next class. After writing the equation, I want all students to crumple their paper and
snowball them at me”. Once students have snowballed their papers at the teacher, they will be
collected for a future lesson.

“Thank you for your participation, you all did a fantastic job!”
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

Bunny Brownie Jar ingredients: jars, sugar, m&m’s, marshmallow bunnies, PowerPoint, multiplication & division within 100 worksheet, Kahoot!,

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Name: Date:

Multiplication and Division within 100 – Group Practice

Solve the following problems:

a) *100 ÷ 2 = e) 72 ÷ 6 = i) 78 ÷ 6 =

b) 14 f) *1 ÷ 1 =
X 2

c) *32 ÷ 8 = g) 15
X 6

d) 16 h) *20 ÷ 20 =
X 4

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Slide 1

BUNNY ACTIVITY INSTRUCTIONS

BROWNIE JAR
& RULES

Slide 2

• Students will group into assigned groups

• Students will be provided with the activity sheet
• Students will answer all of the questions. Each
answer will provide each student with the necessary
ingredients to fill up their Bunny Brownie jars
• Once a group has completed the questions, students
will present themselves to the teacher to review their
answers
Instructions • A worksheet with all correct answers = you obtain all
of the ingredients necessary to build the Bunny
Brownie jars
• A worksheet with an incorrect answer(s) = revisit the
worksheet until all answers are correct
• Once your group has obtained all of the necessary
ingredients for your Bunny Brownie jars, students will
fill-up the jars accordingly at their desks.

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Slide 3

 Be clever and work together!

 Respect each other during

the activity.

 Be courteous of the other

groups. Approach the teacher
in a calm manner when
having your worksheets
reviewed.

 Have fun!

 & DO NOT EAT

THE INGREDIENTS
(yet)!

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